Past Events & Training

The Programme will be delivered over two sessions each lasting 2 hours the focus for session one will be:
Session One:
Why have governing bodies?
What are the core functions of Governing bodies?
Governors and Ofsted school inspections
What are the employer responsibilities of governing bodies?

Multi-sensory strategies in the classroom are beneficial to all students and therefore can be implemented as a whole class teaching strategy.

There will opportunity at the workshop to explore and develop techniques that use a range of modalities (visual, auditory, kinaesthetic and oral) to develop learning from Key Stage 1-4.

• Using tactile learning to consolidate phonological skills.
• Neuro-linguistic approaches to learning spelling.
• How to use mind maps effectively to consolidate learning.
• Easy to implement sequencing activities.
• How to use flashcards to help students to retain information.
• Active reading approaches.

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.

This short course will introduce practitioners to what emerging needs can look like, how this can be identified and assessed against the thresholds document. The course also covers what types of support could be offered to support families and who else may be able to support.

Course aims:
• To understand a model of how communication skills develop
• To develop confidence in ability to identify children who may be experiencing Speech and Language difficulties in your setting
• To be aware of strategies to help develop communication skills

This session will provide participants with an opportunity to explore the following:
• Opportunities to critically evaluate the learning environment that they currently offer and explore how its supports child initiated planning
• Developing an understanding of what continuous and enhanced provision is and how to use this to develop child initiated planning
• Planning exciting meaning experiences that will develop children’s Characteristics of Effective Learning.
• Awareness of the role of the adult in responding to children’s ideas and interests in order to plan meaningful and relevant open ended activities and experiences.

A fun and interactive Paediatric First Aid course covering the requirements of OfSTED and the EYFS Framework.
The dates are Thursday 19 October & Friday 20 October 2017 - same time, same venue (both sessions must be attended).

The 2-session course (12 hours in total) is approved by the First Aid Industry Body (FAIB). This course is assessed more around practical ability and, although there is a theory assessment, this is written in such a way that it is easier for those with English as a second language to complete.
This course meets the needs for the EYFS Framework in the same way as the Level 3 Qualification.

The 2-session course can be physically strenuous at times and comfortable clothing should be worn. Please - no skirts or dresses as the course will involve some lying down.
There is a one hour break for lunch on each day but lunch will not be provided - only refreshments.
This course is renewed by re-taking a Paediatric First Aid course every three years.

Logged-in users - please refer to the ID requirements attached - please bring one document with you in order to take the theory assessment.
Please also read the attached policies before attending the course.

Paediatric First Aid Course Syllabus includes:
What is First Aid?
Acts and Regulations Governing Paediatric First Aid
Responsibilities of the First Aider in Early Years Settings
Primary Assessment
Secondary Assessment
CPR for Adults, Children and Babies
Seizures and Epilepsy
Choking
Asthma Hyperventilation
Anaphylactic Shock
Shock and Bleeding
Circulation Issues
Bone, Joint and Muscle Injuries
Head Injuries
Burns and Scalds in including Electric Shock
Poisoning
Effects of the Heat and Cold
Childhood Ailments

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.

A fun and interactive Paediatric First Aid course covering the requirements of OfSTED and the EYFS Framework.
The dates are Thursday 19 October & Friday 20 October 2017 - same time, same venue (both sessions must be attended).

The 2-session course (12 hours in total) is approved by the First Aid Industry Body (FAIB). This course is assessed more around practical ability and, although there is a theory assessment, this is written in such a way that it is easier for those with English as a second language to complete.
This course meets the needs for the EYFS Framework in the same way as the Level 3 Qualification.

The 2-session course can be physically strenuous at times and comfortable clothing should be worn. Please - no skirts or dresses as the course will involve some lying down.
There is a one hour break for lunch on each day but lunch will not be provided - only refreshments.
This course is renewed by re-taking a Paediatric First Aid course every three years.

Logged-in users - please refer to the ID requirements attached - please bring one document with you in order to take the theory assessment.
Please also read the attached policies before attending the course.

Paediatric First Aid Course Syllabus includes:
What is First Aid?
Acts and Regulations Governing Paediatric First Aid
Responsibilities of the First Aider in Early Years Settings
Primary Assessment
Secondary Assessment
CPR for Adults, Children and Babies
Seizures and Epilepsy
Choking
Asthma Hyperventilation
Anaphylactic Shock
Shock and Bleeding
Circulation Issues
Bone, Joint and Muscle Injuries
Head Injuries
Burns and Scalds in including Electric Shock
Poisoning
Effects of the Heat and Cold
Childhood Ailments

Participants will develop:
• An understanding of how the progression framework relates to the broader educational context
• Familiarity with the content and key features of the progression framework
• Skills in identifying learning goals and measuring progress for pupils on the autism spectrum in areas specific to their individual needs

Networking forum for school DSLs to keep up to date on the latest safeguarding issues Receive safeguarding updates and briefings Network with other DSLs Reflect on and share best practice Meet the safeguarding partnership Receive support and development for DSLs

By the end of the course, delegates will be able to understand:
• The legal requirements for managing buildings safely, carrying out monitoring
• Understand the procedures for quarterly/termly monitoring
• Be able to perform/monitor routing monitoring of their building
• Be aware of the statutory checks required to be undertaken and the H&S documents to be maintained

This session will provide an overview of governors’ responsibilities, the role of the headteacher’s performance management panel, the role of the external adviser and how the performance management process links to decisions on pay.

Public Health have commissioned the Alcohol Education Trust to deliver training to PSHE leads around their Talk about Alcohol (TAA) programme, and provide all secondary, PRU and college settings with a hardcopy resource, worth £90. The TAA programme focuses on enabling young people to have a healthy relationship with alcohol, helping them to build resilience skills, know how to avoid risky situations and learn how to look after themselves and each other.

The teacher training session will cover planning, guidance, how to use the games, activities and resources, what is suitable for different ages, evaluation and how the programme supports safeguarding and Ofsted.

The Alcohol Education Trust has a seven year track record of delivering effective alcohol education across the UK. The ‘Talk About Alcohol (TAA) programme is used in over 1,400 schools across the UK and is quality assured and accredited by The Personal, Social and Health Education (PSHE) Association. It is also the only alcohol prevention schools programme to be awarded 3/3 for effectiveness and 5/6 for the quality of its evaluation by the Mentor-ADEPIS Centre for Analysis of Youth Transitions evaluation matrix. For more information visit http://alcoholeducationtrust.org/about-aet/

• Responsibilities of the Designated Safeguarding Lead
• Meeting Ofsted Requirements: What needs to be in place in my setting?
• Sharing good practice: What works well in developing systems and procedures
• Update on the legal framework for safeguarding and the requirements of EYFS
• Refreshing knowledge of types of abuse and possible indicators
• The thresholds for intervention and making referrals
• Best practice in responding to concerns, managing disclosures, recording and information sharing
• The Child Protection Process: Case conferences and core groups
• Strategies to support staff and raise awareness
• Learning from reviews and understanding safeguarding risks
• Safer working practice in the Early Years
• Responding to allegations about people working with children

Please note that if you are new to the role or have not undertaken training for DSLs in the last 2 years then you are advised to attend the full day DSL training.

Please note – Managers & Deputies should not attend together.

If driving, please ensure you leave enough time to find a car parking space as these are very limited in the immediate area. Also, as a courtesy to other attendees and the training lead, please arrive in good time for a prompt start - if you arrive more than 15 minutes late you may not be admitted and you may be charged the full cost of the course (£50).

Public Health have commissioned the Alcohol Education Trust to deliver training to PSHE leads around their Talk about Alcohol (TAA) programme, and provide all secondary, PRU and college settings with a hardcopy resource, worth £90. The TAA programme focuses on enabling young people to have a healthy relationship with alcohol, helping them to build resilience skills, know how to avoid risky situations and learn how to look after themselves and each other.

The teacher training session will cover planning, guidance, how to use the games, activities and resources, what is suitable for different ages, evaluation and how the programme supports safeguarding and Ofsted.

The Alcohol Education Trust has a seven year track record of delivering effective alcohol education across the UK. The ‘Talk About Alcohol (TAA) programme is used in over 1,400 schools across the UK and is quality assured and accredited by The Personal, Social and Health Education (PSHE) Association. It is also the only alcohol prevention schools programme to be awarded 3/3 for effectiveness and 5/6 for the quality of its evaluation by the Mentor-ADEPIS Centre for Analysis of Youth Transitions evaluation matrix. For more information visit http://alcoholeducationtrust.org/about-aet/

• Responsibilities of the Designated Safeguarding Lead
• Meeting Ofsted Requirements: What needs to be in place in my setting?
• Sharing good practice: What works well in developing systems and procedures
• The legal framework for safeguarding and the requirements of EYFS
• Refreshing knowledge of types of abuse and possible indicators
• The thresholds for intervention and making referrals
• Best practice in responding to concerns, managing disclosures, recording and information sharing
• The Child Protection Process: Case conferences and core groups
• Strategies to support staff and raise awareness
• Learning from reviews and understanding safeguarding risks
• Safer working practice in the Early Years
• Responding to allegations about people working with children

An Introduction to Safeguarding course should have been attended within the last year if this is the participant's first time on a DSL course.

Please note – Managers & Deputies should not attend together.

If driving, please ensure you leave enough time to find a car parking space as these are very limited in the immediate area. Also, as a courtesy to other attendees and the training lead, please arrive in good time for a prompt start - if you arrive more than 15 minutes late you may not be admitted and you may be charged the full cost of the course (£100).

This drop-in will provide childminders the opportunity to come together with their children to enjoy fun activities linked to their children’s learning and development and strengthen friendships and links between other local childminders.

A childminding development worker from the Council will be running the session which will give all childminders regular access to support they may need.

On top of this we will be inviting professionals to attend these sessions. We recognise that childminders may sometimes find it hard to access services to support the needs of the children they care for. Therefore we will be inviting professionals such as Area SENCOs (Special Educational Needs Coordinators), Curriculum leaders, Speech and language therapists, Health visitors, Safeguarding advisors, Early Help advisors and FEEE officers to attend some of these drop-ins. A schedule of these visits will be available shortly.